Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study

Hawes, Zachary; Moss, Joan; Caswell, Beverly; Poliszczuk, Daniel

doi:10.1016/j.tine.2015.05.001

Cited by 141 publications

(129 citation statements)

References 43 publications

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“…This lack of cognitive power is likely the reason why speeded rotation (SR) is typically examined in the context of children in STEM subjects. Cheng and Mix (2014) and Hawes et al (2015) examined the effect of two-dimensional mental rotation training on mathematics performance in 6-to 8-year-olds. Cheng and Mix (2014) implemented a mathematics post-test directly after the training and found statistically significant gains in performance relative to a pre-test.…”

Section: Visualisation Mental Rotations and Perspective-taking Spatimentioning

confidence: 99%

“…Cheng and Mix (2014) implemented a mathematics post-test directly after the training and found statistically significant gains in performance relative to a pre-test. Hawes et al (2015) used a different training intervention, still focusing on two-dimensional mental rotations, but the post-test was conducted a week after the intervention and no improvement was observed. They did find statistically significant correlations between pre-test measures of two-dimensional mental rotations and mathematics problems ranging from r = 0.40 to 0.63.…”

Section: Visualisation Mental Rotations and Perspective-taking Spatimentioning

confidence: 99%

“…They did find statistically significant correlations between pre-test measures of two-dimensional mental rotations and mathematics problems ranging from r = 0.40 to 0.63. Hawes et al (2015) posited that the gains found by Cheng and Mix (2014) were due to a priming effect as the mathematics problems were similar to the two-dimensional mental rotations rather than an increased level of speeded rotations (SR) ability; however, they acknowledge further research is needed to determine the relationship more explicitly.…”

Section: Visualisation Mental Rotations and Perspective-taking Spatimentioning

confidence: 99%

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A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education

2018

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An abundance of empirical evidence exists identifying a significant correlation between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet to be identified. Pertinent research illustrates that spatial ability can be developed and that doing so has positive educational effects. However, contention exists within the relevant literature concerning the explicit definition for spatial ability. There is therefore a need to define spatial ability relative to empirical evidence which in this circumstance relates to its factor structure. Substantial empirical evidence supports the existence of unique spatial factors not represented in modern frameworks. Further understanding such factors can support the development of educational interventions to increase their efficacy and related effects in STEM education. It may also lead to the identification of why spatial ability has such a significant impact on STEM educational achievement as examining more factors in practice can help in deducing which are most important. In light of this, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education.

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Section: Visualisation Mental Rotations and Perspective-taking Spatimentioning

confidence: 99%

Section: Visualisation Mental Rotations and Perspective-taking Spatimentioning

confidence: 99%

Section: Visualisation Mental Rotations and Perspective-taking Spatimentioning

confidence: 99%

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A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education

2018

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“…Hawes, Moss, Caswell, and Poliszczuk () extended the spatial training time in Cheng and Mix's study to a more extensive 6‐week programme. They assigned 61 six‐ to eight‐year‐old children to either computerized mental rotation training or literacy training.…”

Section: Introductionmentioning

confidence: 99%

Visuospatial training improves elementary students’ mathematics performance

Lowrie

Logan

Ramful

2017

Brit J of Edu Psychol

180

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“…They observed direct transfer to an arithmetic task, namely missing term problems. Other researchers who trained children on mental rotation (Hawes, Moss, Caswell, & Poliszczuk, 2015) or spatial transformation (C. Xu & LeFevre, 2016) however failed to replicate these findings. The latter studies did not observe any transfer from spatial training to performance in mathematics, even though near transfer on the trained spatial task was observed in both studies.…”

Section: Nature Of the Link Between Spatial Skills And Mathematics Inmentioning

confidence: 99%

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

et al. 2017

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The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct's non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children's performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children's spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.Keywords: spatial skills, early mathematics development, kindergarten, arithmetic, number line estimation Journal of Numerical Cognition, 2017, Vol. 3(2), 309-343, doi:10.5964/jnc.v3i2.36 Received: 2016-04-25. Accepted: 2017-02-14. Published (VoR): 2017 Handling Editors: Silke Goebel, University of York, York, United Kingdom; André Knops, Humboldt-Universität Berlin, Berlin, Germany; Hans-Christoph Nuerk, Universität Tübingen, Tübingen, Germany *Corresponding author at: University of Luxembourg -Campus Belval, Maison des Sciences Humaines, 11, Porte des Sciences, L-4366 Esch-Belval. Email: veronique.cornu@uni.lu This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.The acquisition of early numerical abilities in kindergarten is important for later mathematical learning, school achievement and more general life outcomes such as adult socioeconomic status (Ritchie & Bates, 2013).School entry mathematical skills are strongly predictive of later academic achievement, resulting in a need to gain a more profound understanding of the processes and cognitive abilities underlying early mathematical d...

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Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study

Cited by 141 publications

References 43 publications

A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education

A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education

Visuospatial training improves elementary students’ mathematics performance

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

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